Arguably the most important aspect of the [http://www.ala.org/ala/accreditation/accredstandards/standards.htm Standards] that students should know is that the Standards are ''descriptive'', not ''prescriptive''. In other words, the Standards describe essential features that programs must have in order to achieve and maintain ALA accreditation status. Examples of essential features of accredited programs would be evidence of continuous administrative planning and improvement and the use of measurable student learning outcomes in the planning process. The Standards do not dictate that programs meet specific requirements, like a graduation requirement of 25 course hours of cataloging for every student. In this way, the Standards are designed to foster individuality, growth, and innovation while ensuring quality in LIS education.

+

Arguably the most important aspect of the [http://www.ala.org/ala/accreditation/accredstandards/standards.htm Standards] that students should know is that the Standards are ''descriptive'', not ''prescriptive''. In other words, the Standards describe essential features that programs must have in order to achieve and maintain ALA accreditation status. Examples of essential features of accredited programs would be evidence of continuous administrative planning and improvement and the use of measurable student [http://www.ala.org/ala/accreditation/progresource/outcomesassessment.htm learning outcomes] in the planning process. The Standards do not dictate that programs meet specific requirements, like a graduation requirement of 25 course hours of cataloging for every student. In this way, the Standards are designed to foster individuality, growth, and innovation while ensuring quality in LIS education.

== Program reviews ==

== Program reviews ==

Revision as of 15:58, 6 November 2006

The information presented here is summary information only. If you really want to learn about the accreditation process in-depth follow the links embedded in the text to the Office for Accreditation (OA) web site. The OA site also includes a host of reports, schedules, newsletters, and other documents. The point of this page is to present some of that same information in less formal language (sorry, there will still be a lot of acronyms), and to shed some light on common concerns and misperceptions that students express about the accreditation process.

Purpose and overview of ALA-accreditation

The purpose of ALA-accreditation is to ensure quality, innovation, and value in LIS education. Accreditation is voluntary and nongovernmental. ALA accreditiation is a process that combines peer review with self-review by the individual MLIS programs. ALA only accredits the first professional degree in library and information studies, which is the Master's degree. The ALA Standards as written in the Standards for Accreditation of Master's Programs in Library and Information Studiesprovide the basis by which all accreditation decisions are made.
Earning a master's degree from an ALA-accredited program affords you more career options than other degrees from non ALA-accredited programs. The majority of employers require an ALA-accredited master’s for professional positions – no matter what specialty or type of library you are interested in working in.

How it works

ALA has been accrediting library education programs in the U.S. and Canada since 1925. There are currently 56 established ALA-accredited MLIS programs,and a handful of contenders in various stages of the process. The ALA Committee on Accreditation (COA) is the agent by which ALA accredits programs. COA makes accreditation decisions for any given program at the end of a 24 month long review process that includes an onsite visit to the program by appointed reviewers (the ERP). Programs are typically reviewed once every seven years, unless COA determines there is evidence to support additional reviews. Seven years is a long time between reviews, but programs aren't ignored or forgotten until their next review. All programs submit regular written and electronic reports to COA.
That's a very brief synopsis. If you really want to know all the ins and outs of the process, you can read through the Accreditation Process Policy and Procedures (AP3) manual (also available in pdf format).

Committee on Accreditation

The Committee on Accreditation (COA) is a standing ALA committee consisting of twelve members appointed by the ALA President-elect. Ten members are ALA members appointed to four-year terms and two members are appointed from the public at large to 2-year terms. One of the ALA members is Canadian to represent those programs. COA appointments are made with an effort to balance the various aspects and specialties in LIS education and the larger profession. The committee rosteris public record and posted on the OA web site.

The Standards

Arguably the most important aspect of the Standards that students should know is that the Standards are descriptive, not prescriptive. In other words, the Standards describe essential features that programs must have in order to achieve and maintain ALA accreditation status. Examples of essential features of accredited programs would be evidence of continuous administrative planning and improvement and the use of measurable student learning outcomes in the planning process. The Standards do not dictate that programs meet specific requirements, like a graduation requirement of 25 course hours of cataloging for every student. In this way, the Standards are designed to foster individuality, growth, and innovation while ensuring quality in LIS education.